Researching Australia | Stage 2 | English, Geography, History, Technology

Summary

Duratio
n

Students will develop a knowledge of research skills and use these in a variety of
10
formats to research a place of interest about Australia. Using an inquiry process,
weeks
children will formulate questions using Blooms taxonomy and choose a method of
presenting their learning using ICT. Emphasis will be on research and ICT skills.
Students will present their research at the conclusion of the unit using technology (no
paper posters or powerpoint presentations)
Outcomes
English K-10
EN2-2A plans, composes and reviews a range of texts that are more demanding in
terms of topic, audience and language
EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read,
view and comprehend a range of texts on increasingly challenging topics in different
media and technologies
EN2-10C thinks imaginatively, creatively and interpretively about information, ideas
and texts when responding to and composing texts
History K-10
HT2-5 applies skills of historical inquiry and communication
Geography K-10
GE2-1 examines features and characteristics of places and environments
Assessment
Research Project
Assessment Rubric
Stage 2 2016
Category

KNOWLEDGE AND
COMPREHENSION

Information
Information
clearly relates clearly relates
to the main
to the main
topic. It
topic. It
includes ten or provides 5-9
more correct facts.
facts.

APPLICATION AND
ANALYSIS

Learning
demonstrates
confident
ability to work
with the key
information
and extend it
to contrast
and compare.

EVALUATING AND The final

SYNTHESIZING/CREAT presentation
ING
demonstrates
ability to take
ideas further
and present
the
information
creatively.
TECHNOLOGY

Wide variety

Information
clearly relates
to the main
topic. 3-4
facts.

Information has
little or nothing to
do with the main
topic.

Learning
Learning
Learning
demonstrates demonstrates demonstrates
adequate
confident
limited ability to
ability to work ability to work work with the key
with the key with the key
information and
information
information
extend it to
and extend it and extend it contrast and
to contrast
to contrast and compare.
and compare. compare.
The final
presentation
is beginning
to
demonstrate
the ability to
take ideas
further and
present the
information.

Information is
demonstrates
little
engagement
beyond the
facts.

Information is
confusing and
project is
unfinished.

Some variety Limited variety No technology

of technology of technology
used
used
throughout the throughout
research
the research
project and in project and in
the final
the final
presentation. presentation.
MANAGING
DISTRACTIONS

Week

Consistently
stays focused
on the task
and what
needs to be
done. Very
self-directed.

of technology used throughout

used
the research
throughout the project and in the
research
final presentation,
project and in or
the final
using PowerPoint t
presentation. o present.

Focuses on
Focuses on the Rarely focuses on
the task and task and what the task and what
what needs to needs to be
needs to be done.
be done most done some of Lets others do the
of the time.
the time. Other work.
Other group group
members can members must
count on you. sometimes
remind you to
keep on-task.

Activity

Week
2

Discussing rules of library. Find authors names to write on front cover

of title page.
Choosing a research topic
Task: Go to the following website
http://kidcyber.com.au/category/topics/australia/
Choose one of the topics on the page
By Week 8, you will become the expert on this topic and present your
information to the class.
Write topic in book.

Week
3

Understanding/ Knowledge questions

At the most basic level of the framework, learners are asked to recall
information. Defining terms and correctly identifying the meaning of
certain words are typical course book tasks that represent this level. See more at: http://www.teachthemenglish.com/2014/02/incorporatingblooms-taxonomy-into-your-lesson-objectives/#sthash.c0Q2fO2J.dpuf
Write five knowledge questions. Your task today is to answer all five.
Re-introduce using Oliver library to find books.
Emphasis on note-taking and recording references. Writing questions
and answers into library books
USEFUL
SAMPLE
POTENTIAL
VERBS
QUESTIONS ACTIVITIES AND
PRODUCTS

Tell
List
Describe
Relate
Locate
Write
Find
State
Name

What

Make a list of
happened
the main events..
after...?

Make a

How
timeline of events.
many...?

Make a facts

Who
chart.
was it

Write a list of
that...?
any pieces of

Can you information you

name the...? can remember.

Describ
List all the ....
e what
in the
happened
story/article/readin
at...?
g piece.

Resources


Who

Make a chart
spoke to...? showing...

Can you
tell why...?

Find the
meaning
of...?

What
is...?

Which is
true or
false...?

Week
4

Understanding/Comprehension
At this level, learners are asked typically required to interpret facts and
compare and contrast newly learned information. True or false
activities and reading comprehension questions are at the
understanding level. - See more
at: http://www.teachthemenglish.com/2014/02/incorporating-bloomstaxonomy-into-your-lesson-objectives/#sthash.c0Q2fO2J.dpuf Use
Educreations/ teach or screenchomp
USEFUL
SAMPLE
POTENTIAL
VERBS
QUESTIONS ACTIVITIES
AND
PRODUCTS

Explain
Interpret
Outline
Discuss
Distinguish
Predict
Restate
Translate
Compare
Describe

Can you
Cut out or
write in your
draw pictures to
own words...? show a

Can you particular

event.
write a brief

Illustrate
outline...?

What do what you think

you think could the main idea
have happened was.

Make a
next...?

Who do cartoon strip

showing the
you think...?

What was sequence of

events.
the main

Write and
idea...?
perform
a play

Who was
based
on
the
the key
story.
character...?
Retell the

Can you
story
in your
distinguish
words.
between...?
Paint a picture

What
of some aspect
differences
you like.
exist

Write a
between...?

Can you summary report

of an event.
provide an

Prepare a
example of
flow
chart
to
what you
illustrate the

mean...?

Can you
provide a
definition for...?
Week
5

Application
At the applying level, learners apply concepts and techniques that they
learned in class to authentic situations. A typical task at this level
would be to write a paragraph based on a model presented in the
course book. - See more
at: http://www.teachthemenglish.com/2014/02/incorporating-bloomstaxonomy-into-your-lesson-objectives/#sthash.c0Q2fO2J.dpuf
USEFUL
SAMPLE
POTENTIAL
VERBS
QUESTIONS ACTIVITIES
AND
PRODUCTS

Week
6

sequence of
events.

Make a
colouring book.

Solve
Show
Use
Illustrate
Construct
Complete
Examine
Classify

Do you

Construct a
know another model to
instance
demonstrate
where...?
how it will work.

Could this
Make a
have happened scrapbook about
in...?
the areas of

Can you study.

Take a
group by
characteristics collection of
such as...?
photographs to
What factors
demonstrate a
would you
particular point.
change if...?

Make up a

Can you puzzle game

apply the
using the ideas
method used to from the study
some
area.
experience of
Make a
your own...?
clay model of an

What
item in the
questions would material.
you ask of...?
Design a

From the market strategy

information
for your product
given, can you using a known
develop a set of strategy as a
instructions
model.
about...?

Paint a

Would this mural using the

information be same materials.
useful if you had
Write a
a ...?
textbook about...
for others.

Analysis
At the next level, learners are required to uncover patterns and
discover meaning by differentiating information. Grammar boxes that
require learners to deduce the rules are examples of activities at this
level. - See more
at: http://www.teachthemenglish.com/2014/02/incorporating-bloomstaxonomy-into-your-lesson-objectives/#sthash.c0Q2fO2J.dpuf

Week

USEFUL
VERBS

SAMPLE
POTENTIAL
QUESTIONS ACTIVITIES
AND
PRODUCTS

Which

Design a
events could questionnaire to
have
gather
happened...? information.

I ...

Write a
happened,
commercial to
what might the sell a new
ending have product.
been?

Conduct an

How was investigation to

this similar
produce
to...?
information to

What was support a view.

Make a
the underlying
theme of...?
flow chart to

What do show the critical

stages.
you see as
Construct a
other possible
outcomes?
graph to
illustrate

Why
did ... changes selected
information.
occur?
Make a

Can you
family
tree
compare
showing
your ... with
that presented relationships.

Put on a
in...?

Can you play about the

explain what study area.

Write a
must have
happened
biography of the
when...?
study person.

How is ...
Prepare a
similar to ...? report about the

What are area of study.

Arrange a
some of the
problems
party. Make all
of...?
the

Can you arrangements

and record the
distinguish
steps needed.
between...?

Review a

What
were some of work of art in
terms of form,
the motives
colour and
behind...?

What was texture.

Review a
the turning
film
point in the
game?

What was
the problem
with...?

Analyse
Distinguish
Examine
Compare
Contrast
Investigate
Categorise
Identify
Explain
Separate
Advertise

Town Library Visit

7
Week
8

Evaluation
At the evaluating knowledge level, teachers are starting to really
challenge learners to build up high-level critical thinking skills. Tasks
might include, for instance, making choices about a text and providing
evidence for these choices. - See more
at: http://www.teachthemenglish.com/2014/02/incorporating-bloomstaxonomy-into-your-lesson-objectives/#sthash.c0Q2fO2J.dpuf
USEFUL VERBS SAMPLE
POTENTIAL
QUESTIONS ACTIVITIES
AND
PRODUCTS

Week
9

Judge

Is there a
Prepare a
better solution list of criteria to
Select
to...
judge a ...
Choose
show. Indicate

Judge
the
Decide
priority and
value of...
Justify

Can you ratings.

Debate
Conduct a
defend your
Verify
debate
about
position
Argue
an
issue
of
about...?
Recommend
special
Do you
interest.
Assess
think ... is a
Make a
Discuss
good or a bad
booklet
about
thing?
Rate
5
rules
you
see

How
Prioritise
as important.
Determine would you
Convince
have
others.
handled...?

Form a

What
changes to ... panel to
discuss views,
would you
recommend? e.g. "Learning

Do you at School.".

Write a
believe?
letter
to ...

Are you a
advising
on
... person?
changes

How
needed at...
would you feel

Write a
if...?
report.

How

Prepare a
effective
case
to
are...?
present your

What do
view about...
you think
about...?

Creating/Synthesis
At the highest level of Blooms Taxonomy, learners are required to
create some kind of tangible product. We typically see such activities
at the end of a course book unit, in which all of the input leads to the
production of a poster or a set of rules, or some such interpretation of
what has been learned. - See more
at: http://www.teachthemenglish.com/2014/02/incorporating-bloomstaxonomy-into-your-lesson-objectives/#sthash.c0Q2fO2J.dpuf
USEFUL
SAMPLE
POTENTIAL
VERBS
QUESTIONS ACTIVITIES

AND
PRODUCTS

Create
Invent
Compose
Predict
Plan
Construct
Design
Imagine
Propose
Devise
Formulate

Can you
Invent a
design a ...
machine to do a
to ...?
specific task.

Why not
Design a
compose a
building to house
song about...? your study.

Can you
Create a
see a possible new product.
solution to...? Give it a name

If you had and plan a

marketing
access to all
resources how campaign.
Write about
would you deal
with...?
your feelings in

Why don't relation to...

Write a TV
you devise your
own way
show, play,
puppet show,

to deal
role play, song
with...?
or pantomime

What
would happen about...?

Design a
if...?
record,
book, or

How many
magazine
cover
ways can
for...?
you...?
Make up a

Can you
new
language
create new and
unusual uses code and write
material using it.
for...?
Sell an

Can you
idea.
write a new

Devise a
recipe for a
way to...
tasty dish?
Compose a

Can you
rhythm or put
develop a
proposal which new words to a
known melody.
would...

Week
10

Creating: Presentations and finalisation of research

Week
11

Presentations and finalisation of research